Every teacher is a writer. We write texts of all lengths and in all styles. I find myself writing so much too, and in so many different contexts. As an Extended Essay supervisor (See my website here about the IB EE) I help students develop their research and academic writing craft. For quite a while now, I have explained the process to them with a graph which is based on my own feelings towards research and writing. Mind you, I love/hate it, but I will keep on doing it because the satisfaction, challenge and joy is greater than the hatred. I have finally committed this graph to the computer, rather than just whiteboards. So here it is: Continue reading
Tom Sherrington (@teacherhead) is a good ‘education guru’. I like his straight talking and common sense approach, informed by a realistic approach to teaching and education research that really connects with what I think is important in education.
He recently wrote this post about the PD needs of teachers (Teachers’ CPD needs are massive: it needs more time and more flexibility) which contained a great overview of what we are asking teachers to ‘develop’ in. I am copying the list here so that I remember to return to this, because that is the purpose of this blog for me, a personal and professional notebook about teaching and learning. So here is Tom’s list:Continue reading
This week, my colleague and I created a report based on feedback from our staff about Remote Learning 2.0. An important theme which came through in this feedback, was that students struggled with meta-cognition and being self-regulated learners. Evidence from the “Evidence for Learning” Teaching & Learning Toolkit suggests that the use of metacognition and self-regulation can lead to learning gains of +7 months over the course of a year, when used well. Nonetheless, it can seem an elusive topic. a Self-regulated learning includes the cognitive, behavioural, motivational, and emotional aspects of learning. By teaching our students specific strategies for planning, monitoring and evaluating their learning, we can increase their success, confidence and engagement, but how do we go about doing that?
- Metacognition and self‑regulated learning | Evidence for Learning | (2020). Retrieved 23 September 2020, from https://evidenceforlearning.org.au/guidance-reports/metacognition-and-selfregulated-learning (back)
Our new Head of Campus introduced me to ‘Appreciative Inquiry’. Here is an oft cited definition of what ‘AI’ is: “At its heart, AI is about the search for the best in people, their organizations, and the strengths-filled, opportunity-rich world around them. AI is not so much a shift in the methods and models of organizational change, but AI is a fundamental shift in the overall perspective taken throughout the entire change process to ‘see’ the wholeness of the human system and to “inquire” into that system’s strengths, possibilities, and successes. ” a
I read the book “Conversations Worth Having” b on Scribd. This is a subscription service, you pay $9 AUD a month and get fantastic access to books, documents and podcasts. I like reading non-fiction on Scribd because of the easy highlighting you can do with both Scribd and Diigo. I like Scribd better than Audible and Amazon.
What is ‘Appreciative Inquiry’?
AI can be the catalyst for organisational or behavioural change and can be used in all situations where humans interact. Stavros describes it as follows: “AI consists of the cooperative search for the best in people, their organizations, and the world around them and that solving tough problems from that perspective results in creative solutions, which is life-giving for people.” c The idea of Appreciative Inquiry resonates with me because I try to always take a strengths based approach in my dealings with people and the world, rather than a deficit approach. I try to see the best in people, situations and organisations. AI is all about looking at strengths, rather than weaknesses and deficits.
Appreciate inquiry is so called because you ask questions about and investigate what is good. Your inquiry appreciates and builds on the good and the successful, rather than identifying and investigating what is negative and wrong. Continue reading
- Excerpt from: Stavros, Jacqueline, Godwin, Lindsey, & Cooperrider, David. (2015). Appreciative Inquiry: Organization Development and the Strengths Revolution. In Practicing Organization Development: A guide to leading change and transformation (4th Edition), William Rothwell, Roland Sullivan, and Jacqueline Stavros (Eds). Wiley, source (back)
- Link to Conversations Worth Having on Scribd: . https://www.scribd.com/book/375406194/Conversations-Worth-Having-Using-Appreciative-Inquiry-to-Fuel-Productive-and-Meaningful-Engagement (back)
- From Conversations Worth Having, Using Appreciative Inquiry to Fuel Productive and Meaningful, Engagement, Jackie Stavros and Cheri Torres. Page unknown because I took notes in Scribd via Diigo, which didn’t include page numbers, further citations will just be “Conversations worth having” (back)
I watched a seminar today, by Melbourne Uni MGSE: Professor Yong Zhao on “Education leaders must reconsider the way we teach and learn”. He challenged us to think about different possibilities in education in response to Covid.
Here is the article Zhao wrote on that: https://kami.app/zVi8JPKpWFe7 I made some highlights and comments in Kami, you can add your own if you are so inclined.
It raises some interesting questions about the lessons we have learnt from lockdown, particularly when it comes to flexibility and trust.
Abstract (TL:DR) is below. Abstract: Speak a Different Language: Reimagine the Grammar of Schooling, by Yong ZhaoContinue reading
Quality Teaching Rounds, developed by Jenny Gore and Julie Bowe, involves teachers working in professional learning communities (PLCs) of four or more to observe and analyse each other’s teaching (Bowe & Gore, 2017) a. The QTR is a protocol using a set of “good teaching practice” criteria with which a lesson is “coded” and then discussed by a group of three or four teachers. The three dimensions and 18 elements are grouped in three domains of good pedagogy: Intellectual Quality, Quality Learning Environment and Significance.
How it works:
A group of four teachers (three could work, but four is optimal) observe a lesson by one of the group. The three observers “code” the lesson using the Quality Teaching criteria. After the lesson, the group of four get together and discuss the lesson. The discussion is not an appraisal of the teacher; it is about discussing the elements of good teaching.
Below are my notes of an excellent two day PD I was lucky enough to attend b, guided by Professor Jenny Gore. She was insightful, interesting and showed us how the QTR model is one of the few ways in which teachers can have safe and constructive discussions based on lesson observations.
I have blogged about Jenny Gore’s QTR before, but at that time, I didn’t fully get how useful and great this protocol actually is. Now I do, and I can’t wait to start working with it at my school. Here is the blog post from June 2016.
- https://research.acer.edu.au/cgi/viewcontent.cgi?article=1336&context=research_conference (back)
- On the 25th and 26th of February 2020, at Lauriston Girls’ School (back)
I attended a VIT refresher course on Thursday the 5th of March 2020, led by Catharine Hydon and Matt Woodley from the VIT. My main take-away was how important it is to have a clearly defined induction and mentorship program with well trained and committed mentors. At my school, we have a lot of good people and great intentions, but we have some way to go towards properly formalising our processes.
What is mentoring?
- Mentoring is to support and encourage people to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be. (Eric Parsloe, The Oxford School of Coaching & Mentoring)
- As a process, mentoring may be generally described as a dynamic interpersonal relationship involving two or more people. Mentoring in early childhood is often perceived as “a peer relationship” (Nolan, 2007, xvii), where a more experienced practitioner provides professional guidance to one or more novice practitioners, either on a 1:1 basis or as a group. (Wong and Waniganayake 2013)
- Need to have a written down protocol or policy to support VIT teachers.
What mentoring isn’t
- Performance management
- Peer friendship and support
What good mentors do?
The good mentor is:
- committed to the role of mentoring.
- accepting of the beginning teacher.
- skilled at providing instructional support.
- effective in different interpersonal contexts.
- a model of a continuous learner.
- The good mentor communicates hope and optimism. a
- My notes here
I had heard of the 20/80 rule, but had never really looked into it deeply. It’s such a great strategy for teachers in many ways. Basically: “Find out what is vital, ignore what is trivial, and you can maximize results.” a When making a to do list (which I do often), identify the top 20% and focus on finishing those off first. Here is a distillation of my reading and understanding (all links provided) : Continue reading
Twitter continues to be my favourite form of professional development. The networking and ideas I get from it are just invaluable to my teaching practice. I had another go at hosting @edutweetoz for a week (from 24/11/19 till 01/12/19). It was great fun, but it also made me realise how used I am to my own posse of people on Twitter. It felt quite different to interact with a whole new (and much bigger) group of people. One of my themes for the week was to run lots of polls because they are easy to interact with and can start some interesting conversations. Below are the polls I ran. Some interesting data about the working life of teachers:
- 43% of respondents work through recess
- 45% of respondents stay at work until after 5pm
- 47% of respondents eat lunch at their desk
- 65% of respondents use Sunday to prep for Monday
- 77% of respondents are a member of a teachers union
See more polls below, in random order: Continue reading
Here is a great way to diversify the professional development offerings at your school. During Term 3, I held a ‘PD Bingo’, based on an idea by @nbgreene, found via @cultofpedagogy (also see bottom of post).
This Bingo poster contained a mix of 24 teaching ideas, strategies and PD choices. The aim was to inspire staff to try new things, and to get a sense of what they found easy or challenging to implement in their classes or in PD. I got the Bingo sheet printed on A2 size and hung it in the staff room for 3 weeks. Here is what it looked like:
Many staff members participated and it got some great conversations going. Below is an analysis of the results: Continue reading
I used the ‘Thesis, Antithesis, Synthesis‘ argument structure to help students construct an effective paragraph or essay. You can also use “Contention – Example – Evaluation” etc. Works for English, Philosophy, Geography or any area where students have to argue something.
What’s needed: Continue reading
Here is a great article by Pamela L. Bacon: “Effective Studying is a Science, Not an Art: Teaching Students Scientifically-Based Study Techniques” (2017). You can read the article and see my highlights and annotations here in Kami, If you like, you can add your own comments / highlights to it.
Bacon is very clear and honest about what did and didn’t work when she tried to convince her students to use these scientifically proven techniques to study better.
- What didn’t work: Simply telling the students about these techniques.
- What did work: Attaching an assessment task to the techniques > forcing students to use these specific methods in a task which was then graded, although the weighting of those tasks was quite low.
The three effective study techniques which have been supported by most research are: Continue reading